Micro-Credentials In Higher Education: A Systematic Literature Review Of Adoption, Value, Quality Assurance, And Future Directions

Abstract

This systematic literature review examined the evolving role of micro-credentials in higher education, focusing on their conceptualisation, adoption, perceived value, quality assurance mechanisms, and future implications. The review followed a structured methodology guided by the PRISMA framework to ensure transparency, rigour, and replicability in the identification, screening, and selection of relevant studies. A comprehensive search was conducted across major academic databases, including Scopus, Web of Science, ERIC, JSTOR, and Google Scholar, covering studies published between 2021 and 2026. Key search terms included micro-credentials, digital badges, higher education credentials, lifelong learning, skills recognition, and employability. The initial search yielded 98 records drawn from education, technology, management, and interdisciplinary fields.After removing duplicates, studies were screened at title and abstract level using predefined inclusion and exclusion criteria. Eligible studies were peer-reviewed, written in English, focused on micro-credentials in higher education, and provided empirical, conceptual, or systematic insights. Studies were excluded if they lacked peer review, focused on informal or non-higher education training, or did not provide sufficient methodological clarity. Full-text eligibility assessment and quality appraisal further refined the sample, resulting in 40 studies being included in the final synthesis.Data extraction was conducted using a structured matrix capturing publication details, context, stakeholder focus, methodological approach, and key findings. The data were analysed using thematic content analysis, allowing for the identification of patterns and conceptual relationships across studies. The PRISMA-guided selection process ensured methodological rigor by systematically narrowing from 98 identified records to 40 high-quality studies suitable for synthesis.The review identified six dominant themes: institutional adoption and readiness, employability and learner value, employer recognition and trust, quality assurance and regulatory frameworks, digital credentialing ecosystems, and emerging future directions linked to artificial intelligence and lifelong learning. Findings indicate that micro-credentials are increasingly viewed as flexible, modular complements to traditional degree programmes rather than replacements. However, their implementation remains uneven due to challenges in standardisation, credit transferability, governance, and employer trust.